Assignment 2 – Social and Emotional Development 1. Explain the five broad and emotional aspects of learning. * Self-awareness Self-awareness is a Child’s basic understanding of themselves, to know where they fit into their environment be it socially or academically and to recognise their feelings and relationships with others. For example their role within the classroom can involve a number of things, firstly how their behaviour can affect others whether it is positive or negative and that they must recognise when they are in the wrong.
They must also take responsibility for their actions and learning, for example if they are finding a task difficult they must recognise this and seek help. Conversely they will know how to feel positive about something, receiving an award or completing some work. They will realise that thoughts, feelings and behaviour are all linked in some way, and that having emotions is natural, but it doesn’t mean they can behave anyway they choose. * Managing feelings When a child becomes motivated they are able to set achievable goals, not become overwhelmed by a large amount of work.
They are able to focus without being distracted and know that they can seek help whenever they feel angry, worried or sad. They will recognise that the way they express their feelings can change the way other people feel for example if they are struggling with a task and they decide its ‘too hard’ and give up people around him/her may be distracted by this resulting in them under achieving too. The same goes for the behaviour of a pupil, they must recognise that their behaviour can affect others so by managing this they can prevent others from hurt or distress.
Become aware of situations that make them feel good inside and know how to seek this in the future for positive learning. * Motivation Children that are motivated are enthusiastic and actively prepared to participate in learning, they are able to set themselves goals and recognise when it is on some occasions too difficult. They can then break this up into smaller steps in order to reach the final goal. Once achieved they can celebrate and be positive about it. Equally they can except when mistakes have been made and work on this, for example unsuccessfully answering a set of questions.
By having the motivation to find the mistake and correct it shows positive learning for the future. They will also not be distracted by other pupils and stay focused on the task in hand, boredom can be a typical problem within the school environment but finding ways to overcome this shows motivation to learn and succeed. * Empathy A child demonstrating empathy will be understanding to others of their problems and achievements, listening to them and seeing things from their point of view.
Recognising that people have different ways of showing their feelings, for example if someone is sad they may be upfront about it and cry whereas someone else may become disconnected from the group and unwilling to get involved. They will be supportive to others where necessary and understand that their actions can affect other people so choose the way they are going to behave appropriately. * Social skills Social skills allow pupils to engage with others and communicate in group discussions, being able to listen to others and debate and resolves differences amicably.
They know how to be friendly but also when to break friendships where it is necessary without causing upset. They will understand what helps the group to work together and be assertive in making this happen. 2. Describe 5 appropriate methods that help pupils recognise and express emotions. Circle time This aims to emphasise unity and equality, a time where everybody can share their feelings and express emotions on a range of issues that are important to them. They can listen to others and understand their views while being allowed to contribute to any ideas that have been brought to the circle.
To get the best result out of this exercise their will need to be ground rules: * Hands up when they would like to speak * Listening to others * No putting down of other pupils suggestions * Praise others ideas * Keep positive throughout the session to create a fun activity Circle time should be made a daily routine for the class which take place for maybe 10 minutes between lessons, this is something the children can look forward too as it is a time where they all work together and talk about issues that they believe need discussing. Role play/Drama
By taking part in drama we can provide a learning environment which allows pupils to express themselves none academically. This can be helpful for pupils who find school work, tests, homework and lesson times to be a difficulty. Here we would split the class in groups by mixing friendships groups up, this will force pupils to work together and build relationships with children they usually wouldn’t choose to work with making the exercise positive in not only expression but interaction with others. Art This is similar to ‘drama’ as it allows pupils to express their feelings through drawings.
Many of the more timid pupils will find this allows them to communicate to their peers and teacher without having to explain their feelings by word. Teachers could use this method and then have a discussion with each child about their work, they may discover that the pupil is having problems at school for example bullying or that they are simply gifted in this activity. Religion and Culture By learning and understanding different religions we can begin to understand an individual’s cultural background and the ways they express themselves. For example ‘Prayer’ many children will be taught this growing up and use it n times when they think necessary. Whereas others will not be brought up with a religion however once they reach school they can learn from those who do and maybe use such methods to express their own emotions. This could take place in a discussion group where individuals will talk about their own religions allowing others to learn from them. Discussion Groups In group discussion pupils are able to speak what’s on their mind and also listen to what others have to say. Within a small group it is often easier to express concerns and suggestions as there are less people around which may make some peoples feel more confident about speaking out.
If we are discussing a topic to do with a piece of homework which has just been giving in then pupils will be able to examine their work and the ideas they came up with as well as taking ideas from others for future tasks. 3. Discuss how you would encourage co-operation when working within a group of pupils. Firstly I would show the group that I can encourage pupils to interact with others in an appropriate way and portray this to the pupils with the hope that they will too interact and co-operate with the lesson in hand. I believe the best way to achieve cooperation within a group is to go through the class rules before the activity begins.
By doing this the children know what is expected of them and there are no excuses for bad behaviour. To encourage pupils to work together I would mix them up into groups so they are not just working in their chosen friendship groups. By doing this pupils are more likely to interact with others as they are in a forced learning environment where learning is what’s important not who their sitting next too. As a teaching assistant I should balance the needs of all the individuals against those of the rest of the group and be fair about the amount of time I dedicate to each group member.
By sharing my time equally I will gain respect from the group and they will feel important and involved in the group and group discussions. Working in groups enables pupils to share ideas and learn from others, they can discuss answers and help those who didn’t get the answer correct. Learning from each other’s mistakes can bring pupils closer together in the learning environment, those who have helped another will feel satisfaction and those who have received help with be positive about future tasks and be thankful to their peers who helped making friendships grow. 4.
How might the Teaching Assistant help to meet the requirements of the school health, hygiene and medical policies and procedures? The Teaching Assistant will need to fully understand the schools policy regarding health, hygiene and medical matters. As the Assistant you should know who to summon in case of an emergency, should you not be trained in dealing with the specific injury. You should not take action beyond your own capabilities when dealing with an incident. This could be much more dangerous and even breech the schools policy resulting in a warning or even dismissal depending on the severity caused.
Instead you must provide comfort and support to the pupil until help arrives. Many accidents will take place in the school environment and it is the Teaching Assistants responsibility to report anything he/she may see or hear. Under the Reporting of injuries act ‘RIDDOR’ accidents that occur in school must be reported immediately to the ‘HSE’. All schools will have a system for reporting accidents and you must ensure that you fully understand what is expected of you if an incident may arise. When encouraging good hygiene in schools, consideration should be given to the variations in family/cultural backgrounds.
The pupil’s age, gender, cultural or racial background and specific medical conditions will affect their personal hygiene requirements and also determine what knowledge and habits they convey in the school environment. 5. List possible signs of neglect, physical, emotional and sexual abuse and briefly outline how a Teaching Assistant may deal with a suspicion or disclosure of abuse. As a teaching assistant I will have good relationships with the pupils I am working with, I will be able to notice when something is wrong due to their behaviour change and notice the signs of any abuse which is taking place.
I will need to do my best to ensure all pupils safety in my care, as well as looking out for any signs that there are problems outside of the school environment. There are 4 kinds of child abuse these are: * Neglect – this is where the child’s basic needs are not being met at home and they are coming to school with concerns from adults and teachers about their welfare. Sings such as underweight, large appetite, being smelly and dirty and inappropriate dress such as trousers which are too short or shoes with holes in them. Physical – this is where a child endlessly shows signs of injury on their bodies with no prevention to stop it. This is sometimes called non-accidental injury. Signs and indicators of physical abuse can include cuts, bruises (in unlikely places, caused by straps or finger marks) fractures, burns and scalds, fractures and bite marks and the effect of poison. * Emotional – this is where a child experiences verbal attacks, isolation, humiliation, over protectiveness, rejection or major inconsistency in the behaviour of an adult.
An indication of this is the change in behaviour of the child. They may become aggressive, unresponsive and unable to communicate as before. They may even begin to wet themselves during school hours and withdraw themselves from activities they would usually thrive in. * Sexual – this is where the child is exploited in sexual activities to meet the sexual demands of an adult. It may include rape, sexual intercourse, fondling, masturbation or involving children in looking at pornographic material. Children may become withdrawn from activities, feel anxiety or worthlessness.
The physical signs can include bruising on the chest/breasts, inner thighs or buttocks, stained clothes, genital injuries, flirtatious/promiscuous behaviour or even running away from home. Recognising the signs is important and can be the difference between helping an abused child suffering in silence. As the teaching assistant I will be familiar with the child’s normal behaviour and should therefore notice any significant change, if this occurs then I must know what steps to take and who the appropriate member of staff is to report the incident too.
At the time of the child divulging this sort of information I must stay calm and reassure them that they have done the right thing and they are not in trouble. I must not promise the child that I will keep the information to myself and gently tell them that I need to tell someone can help. I will then contact my supervisor after making quick notes on the incident making sure to not change anything, even the language the child used. It will then be the supervisor’s job to contact the necessary people.
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